Day 1 The Hexagon Core Fit for Purpose

The Hexagon Core: Fit for purpose in the 21st century?

17 March 2011

Tuesday, 12 April 2011

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world


The challenge


The challenge• Accommodating the demands of the 21st

century learning while honouring the values and principles of our pioneers







• ‘the moral, aesthetic, and practical education of the whole person’ Alec Peterson: Schools across frontiers


The core as a whole

International mindedness

Multilingualism Intercultural understanding

Global engagement


Global engagement

Global engagement represents a focussed expression of the IB’s commitment to the rigorous study of and meaningful action on humanity’s greatest 21st century challenges


Sustained enquiry

Principled actionCritical reflection


Critical reflection

Critical reflection is the process of analyzing, reconsidering and questioning within a broad context of issues (Murray, Kujundzic 2005)


The big questions about the core



• What is 21st learning and is it really any different to 20th century learning?




• If it isn’t broken, why try to fix it?




• If it isn’t broken, why try to fix it?• Is terminology that important?




• If it isn’t broken, why try to fix it?• Is terminology that important?• Is an emphasis on global challenges/

issues reductive?




• If it isn’t broken, why try to fix it?• Is terminology that important?• Is an emphasis on global challenges/

issues reductive?• Can and should reflection be assessed?


Theory of knowledge‘The theory of knowledge course invites

students on the one hand to unify their knowledge and on the other hand reflect on it’ (Dreyfus, 1972)


Problems with TOK• The existing guide is decidedly unhelpful for

new TOK teachers• The relationships /links between the knower

and the areas of knowledge are difficult to handle for students

• The course has become too centred on the knower

• The concept of knowledge issues is not clear• Assessment tools are valid but not always

reliable• The growing number of examiners required


The big questions around TOK



• What is the relationship between TOK and philosophy?




• Are we trying to assess the unassessable?





• What is knowledge?





• What is knowledge?• Is theory of knowledge the right name

for this course?





• What is knowledge?• Is theory of knowledge the right name

for this course?• Is there a ‘right’ answer in TOK?


CAS

• ‘the grande passion’ Kurt Hahn


Service • Definition of community service –

providing help or assistance to someone who is thought to be in need

• Definition of service learning – a research-based teaching method where classroom learning is applied through action to address an authentic community need


Service learning principles• It must include:• Meaningful service• Links to the curriculum• Reflection• Youth voice and choice• Reciprocal partnerships• An extended period of time


Big questions around CAS


Big questions around CAS• Is creativity being interpreted as ‘the

arts’?



arts’?• How should we define ‘Action’?



arts’?• How should we define ‘Action’?• Should physical activity remain part of

CAS?




CAS?• How can we foster empathy and

engagement as opposed to sympathy and awareness in our service project?




CAS?• How can we foster empathy and

engagement as opposed to sympathy and awareness in our service project?

• Can authentic service learning projects


Extended EssayStrengths of Extended essay

• Students are allowed to engage in an area of personal interest

• Develops independent research skills (great preparation for university?

• Promotes high order skills of analysis, synthesis and evaluation


Problems with Extended Essay

• The range of EE subject possibilities is an administrative nightmare

• Research methodology often poor• Finding appropriate supervisors is

problematic


World studies extended essay• An in depth examination of local

instances of globally significant phenomena

• Approached through inter-disciplinary research using more than one IB subject


Types of issues explored• Global food crisis• Climate change• Terrorism• Energy security• Migration• Global health• Technology• Cultural exchange


Developing global consciousness



• Global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet




• Global understanding –the capacity to think in flexible and informed ways about issues of global significance




• Global understanding –the capacity to think in flexible and informed ways about issues of global significance

• Global self – a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world


Researcher’s reflection space• A researcher’s reflective space is

strongly recommended as part of the world studies extended essay process

• It provides a space for candid reflection on the issue being studied and how it relates to the student’s own world views and aspirations of global citizens


Big questions around EEs


Big questions around EEs• Are we demanding much of our

students by asking them to write what is effectively a mini-thesis?




• How do we avoid/minimize plagiarism?




• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?




• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?• Is ‘extended essay’ the right name for

the task?




• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?• Is ‘extended essay’ the right name for

the task?• Do universities really value the product

or is it really the process they value


Documents

Day 1 The Hexagon Core Fit for Purpose